Factors Affecting the Academic Achievement of Students in Teacher Training Educational Programs

The article refers to the study of the factors affecting the academic achi­e­vements of the students of the sixty-credit teacher training program of the Sukhumi State University in the pandemic and post-pandemic period. In particular, the study of the role of subject Facebook groups on the academic results of the students of the 60-credit teacher training program of Sokhumi State University. Nine cases of the last three academic years were studied, one subject group was considered for each ca­se, and when studying the cases, preference was given to the correlational ap­p­roach, which allowed the use of quantitative and qualitative research tools and made the data analysis more in-depth.      Research covers various aspects such as academic performance, access to kno­w­le­dge acquisition process and development of pedagogical skills. We tested the hy­po­thesis that learning portals and closed online groups significantly contribute to im­p­ro­ving student academic achievement, access to learning, collaborative learning and, in the long term, improve pedagogical practices.       The results of the study show that the use of closed online groups increases stu­dents' involvement and activity in the learning process. Quantitative analysis strongly confirms the relationship between students' activism and academic results, which was confirmed by a statistically significant correlation (r = 0.79), and qualitative research explained this correlation.      The conclusion of the study indicates that the use of closed online groups for stu­dents of the 60-credit teacher training program of Sukhumi State University sig­ni­ficantly improves academic performance, access to the process of acquiring kno­w­ledge, and the development of pedagogical skills.